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Access policy and approaches to learning

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  • Angus Duff

Abstract

This UK study, using second- and third-year undergraduate business students as subjects, investigated the effects of differences in entry qualifications, gender and age on their approaches to learning. The research instrument used was a 30-item, Revised Approaches to Studying Inventory (Tait and Entwistle, 1995). Differences between the groups were examined using repeated measures analysis of variance. No statistically significant differences were found between students directly entering university in second- or third-year from further education colleges compared with those who had already studied successfully at university for one or two years. Statistically significant age and gender differences were found in students' approaches to learning. The implications for institutional admissions policies are discussed.

Suggested Citation

  • Angus Duff, 1999. "Access policy and approaches to learning," Accounting Education, Taylor & Francis Journals, vol. 8(2), pages 99-110.
    • Handle: RePEc:taf:accted:v:8:y:1999:i:2:p:99-110
    DOI: 10.1080/096392899330955
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    Citations

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    Cited by:

    1. Jon Lyons, 2006. "An exploration into factors that impact upon the learning of students from non-traditional backgrounds," Accounting Education, Taylor & Francis Journals, vol. 15(3), pages 325-334.
    2. Ballantine, Joan A. & Duff, Angus & McCourt Larres, Patricia, 2008. "Accounting and business students’ approaches to learning: A longitudinal study," Journal of Accounting Education, Elsevier, vol. 26(4), pages 188-201.
    3. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2017. "Analysis of trends in the accounting education literature (1997–2016)," Journal of Accounting Education, Elsevier, vol. 41(C), pages 1-14.
    4. Nigel Brown, 2003. "A comparison of the dominant meta programme patterns in accounting undergraduate students and accounting lecturers at a UK business school," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 159-175.
    5. Dong, Nanyan & Bai, Meng & Zhang, He & Zhang, Junrui, 2019. "Approaches to learning IFRS by Chinese accounting students," Journal of Accounting Education, Elsevier, vol. 48(C), pages 1-11.
    6. Angus Duff, 2001. "Psychometric methods in accounting education: a review, some comments and implications for accounting education researchers," Accounting Education, Taylor & Francis Journals, vol. 10(4), pages 383-401.

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